During her conference period, an 8th grade Reading/English teacher, Nicole Ellis, first approached the librarian, Samantha Fleming, with the idea for a cross-curricular project using a novel the students were reading in their history class. Mrs. Ellis wanted to have her students research the location of each chapter in the historical novel and have the students create tags of the location in Google Earth and insert their research findings (incl. media - pictures, time period maps, etc). All the tags will then be connected and saved into one Google Earth file so that students can "walk" through the novel.
Mrs. Ellis requested that the librarian help her instruct the students on taking proper information for their bibliographies and for help in monitoring the students' use of electronic resources. As Google Earth had recently been downloaded to the library computer lab, Ms. Fleming was eager to collaborate with Mrs. Ellis on the utilization of this learning tool and the opportunity for students to practice research and citation skills.
Research skills were identified by the campus (via faculty meetings, department planning meetings, and instructional leadership meetings) as one campus-wide area of instructional focus for the year. Ms. Fleming is serving her first year as school librarian and was eager to collaborate with Mrs. Ellis, a teacher with six years of classroom experience. This will be the first classroom teacher-librarian collaborative experience for Ms. Fleming; however, Mrs. Ellis has previous positive experiences with the former librarian as would like to continue these experiences. Ms. Fleming notified the administrators of her collaborative activities with Mrs. Ellis via her biweekly library activities report and a short presentation at a weekly instructional leadership meeting.
Remember: For the most part, it will be the school librarian who must keep her eyes and ears open for opportunities to reach out to classroom teachers to extend invitations to coteaching.
Collaborative Planning Form
Teacher/Topic: Nicole Ellis/ My Brother Sam is Dead & Google Earth Project
Dates/Times: April 4th, April 11th, April 18th, April 25th
1. Why are we asking students to engage in this learning experience? Goals/Standards
Reading Comprehension Strategies
Determining Importance - 2.1.2 - Organize knowledge so it is useful.
Synthesizing - 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view or bias.
8th grade ELA TEKS -
(7) Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.
(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes.
(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;
(B) categorize information thematically in order to see the larger constructs inherent in the information;
(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and
(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.
(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and
(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.
8th grade Social Studies TEKS -
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783.
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
AASL Standards
Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.3 Responsibilities 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.5 Use information technology responsibly.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.4 Self-Assessment Strategies 2.4.2 Reflect on systematic process, and assess for completeness of investigation.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and access. 3.4 Self-Assessment Strategies 3.4.2 Assess the quality and effectiveness of the learning product.
2. What do we want the students to learn? Performance Indicators/Learning Objectives -
The terms "main ideas/importance" and "synthesis" should appear in your objectives. I would have trouble measuring "appropriate notes" and "acceptable research techniques." Can you utilize the research/inquiry model you studied in A.2.4?
The student will learn to take appropriate notes and bibliographic information using a graphic organizer.
The student will use acceptable research techniques to find one piece of electronic media that corresponds to their topic.
The student will create a Google Earth file, tag their location and insert information and media, and save their work.
The student will self-assess their work using the student rubric.
3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educator -Note taking/Bibliography Skills utilizing a graphic organizer - mini-lesson taught by S. Fleming, Librarian - Research using electronic resources - supervised by N. Ellis and S. Fleming (mini-lessons by S. Fleming for those students who need it) - Tagging a location and inserting information into a Google Earth file- taught by N. Ellis - Both Mrs. Ellis and Ms. Fleming will monitor as students work, providing guidance and reteaching when necessary.
4. How will they communicate what they learned? Learning Process/Products
- The student will tag their location in Google Earth and add their research findings and bibliography (incl. media) to the tag. - All the location tags will be connected and saved into one Google Earth file to create a class trip through the book, which the students will watch/present during class.
5. How will they/we assess their learning? Assessment Criteria/Tool(s) -The students will complete a bibliography graphic organizer, tag their location, add their information/media and save their Google Earth file, and self-assess using a rubric. Mrs. Ellis and Ms. Fleming will assess the students using the graphic organizers and rubric. Hurray for co-assessing student outcomes.
6. What resources will the students/we need?
- bibliography graphic organizer -
- writing utensil - research resources - LCD Projector - access to computers and Google Earth -book: My Brother Sam is Dead by James Lincoln Collier and Christopher Collier
Your focus on building this lesson off the novel is appropriate, but it doesn't help you meet the A.4.2 rubric requirements for a rich resources. Is there a way for you to develop a pathfinder that will help guide students' searching?
Scenario & Collaborative Planning Form Page
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Scenario:
During her conference period, an 8th grade Reading/English teacher, Nicole Ellis, first approached the librarian, Samantha Fleming, with the idea for a cross-curricular project using a novel the students were reading in their history class. Mrs. Ellis wanted to have her students research the location of each chapter in the historical novel and have the students create tags of the location in Google Earth and insert their research findings (incl. media - pictures, time period maps, etc). All the tags will then be connected and saved into one Google Earth file so that students can "walk" through the novel.
Mrs. Ellis requested that the librarian help her instruct the students on taking proper information for their bibliographies and for help in monitoring the students' use of electronic resources. As Google Earth had recently been downloaded to the library computer lab, Ms. Fleming was eager to collaborate with Mrs. Ellis on the utilization of this learning tool and the opportunity for students to practice research and citation skills.
Research skills were identified by the campus (via faculty meetings, department planning meetings, and instructional leadership meetings) as one campus-wide area of instructional focus for the year. Ms. Fleming is serving her first year as school librarian and was eager to collaborate with Mrs. Ellis, a teacher with six years of classroom experience. This will be the first classroom teacher-librarian collaborative experience for Ms. Fleming; however, Mrs. Ellis has previous positive experiences with the former librarian as would like to continue these experiences. Ms. Fleming notified the administrators of her collaborative activities with Mrs. Ellis via her biweekly library activities report and a short presentation at a weekly instructional leadership meeting.
Remember: For the most part, it will be the school librarian who must keep her eyes and ears open for opportunities to reach out to classroom teachers to extend invitations to coteaching.
Collaborative Planning Form
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.
(A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;
(B) categorize information thematically in order to see the larger constructs inherent in the information;
(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and
(D) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.
(A) narrow or broaden the major research question, if necessary, based on further research and investigation; and
(B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.
(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.
(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
AASL Standards
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.5 Use information technology responsibly.
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
2.4 Self-Assessment Strategies
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and access.
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product.
The terms "main ideas/importance" and "synthesis" should appear in your objectives. I would have trouble measuring "appropriate notes" and "acceptable research techniques." Can you utilize the research/inquiry model you studied in A.2.4?
-Note taking/Bibliography Skills utilizing a graphic organizer - mini-lesson taught by S. Fleming, Librarian
- Research using electronic resources - supervised by N. Ellis and S. Fleming (mini-lessons by S. Fleming for those students who need it)
- Tagging a location and inserting information into a Google Earth file- taught by N. Ellis
- Both Mrs. Ellis and Ms. Fleming will monitor as students work, providing guidance and reteaching when necessary.
- The student will tag their location in Google Earth and add their research findings and bibliography (incl. media) to the tag.
- All the location tags will be connected and saved into one Google Earth file to create a class trip through the book, which the students will watch/present during class.
-The students will complete a bibliography graphic organizer, tag their location, add their information/media and save their Google Earth file, and self-assess using a rubric. Mrs. Ellis and Ms. Fleming will assess the students using the graphic organizers and rubric.
Hurray for co-assessing student outcomes.
- bibliography graphic organizer -
- writing utensil
- research resources
- LCD Projector
- access to computers and Google Earth
-book: My Brother Sam is Dead by James Lincoln Collier and Christopher Collier
Your focus on building this lesson off the novel is appropriate, but it doesn't help you meet the A.4.2 rubric requirements for a rich resources. Is there a way for you to develop a pathfinder that will help guide students' searching?